Section 5: Assessment Skills Using the CCITSN – Additional Practice

Purpose of Section 5

Practice scoring CCITSN skills using video clips
Practice determining basal and ceiling scores

Before we move on

Please take some time now to again review Chapter 4 in the manual. Although you may feel this is repetitious, it is essential that you are very familiar with the contents of the chapter in order to accurately score items in the CCITSN.

Most essential for accurate scoring and use of the CCITSN

Key for Scoring Items

Remember to score items, using the following key:

[ms_row] [ms_column style=”1/4″ align=”center” class=”” id=””]+[/ms_column] [ms_column style=”1/2″ align=”left” class=”” id=””]Mastered item[/ms_column] [/ms_row]

[ms_row] [ms_column style=”1/4″ align=”center” class=”” id=””]-[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]Unable to demonstrate skill[/ms_column] [/ms_row]

[ms_row] [ms_column style=”1/4″ align=”center” class=”” id=””]+/-[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]Inconsistent or emerging skill[/ms_column] [/ms_row]

[ms_row] [ms_column style=”1/4″ align=”center” class=”” id=””]A+ or A+/-[/ms_column] [ms_column style=”1/3″ align=”left” class=”” id=””]Indicates a cognitive or language skill completed with physical assistance (per D. Attermeier).[/ms_column] [/ms_row]

This key for scoring also is found on the cover of the Assessment Log.

Watch Logan

Now, observe Logan as he interacts with his mother, the interventionist, and various materials.
Jot down objective observational notes in your handout while viewing the clips, especially noting communication, fine motor, and play skills.

Score Logan on 19.j.

Turn to item 19.j. in the manual.

Read the Procedures and Criterion.
Based on your observations and notes, how would you score Logan for item 19.j.?

+/-

–

A+/-

Write your answer on your protocol in a column marked “L” for Logan.

[ms_row] [ms_column style=”5/6″ align=”left” class=”” id=””][ms_accordion style=”boxed” type=”1″ class=”” id=””] [ms_accordion_item title=”Check your Answer +” color=”” background_color=”” close_icon=”” open_icon=”” status=”close”]The correct answer is “+/-”; this skill should be marked as emerging for Logan. You could not mark the item as mastered (+) because the criterion requires that the child play with “toys” at midline. We only see Logan play with one toy on one occasion. To mark this item as mastered, we would have to observe Logan on additional occasions or verify from the parents that Logan plays with toys at midline regularly.[/ms_accordion_item] [/ms_accordion][/ms_column] [/ms_row]

Score Logan on 14.ee.

Now turn to item 14.ee. in the manual.

Read the Procedures and Criterion.
Based on your observations and notes, how would you score Logan for item 14.ee.?

+/-

–

A+/-

Write your answer on your protocol in a column marked “L” for Logan.

The correct answer is “+/-”; this skill should be marked as emerging for Logan.

You could not mark the item as mastered (+) because the criterion requires that the child ask 3 different questions on 3 different days. Logan asks the same question, “This?”, several times during one session of looking at a book with his mother.

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Now let’s watch another video clip of Logan. Again, take notes in your handout as you observe.

Score Logan on 11.d.

Turn to item 11.d. in the manual.

Read the Procedures and Criterion.
Based on your observations and notes, how would you score Logan for item 11.d?

+/-

–

A+/-

Write your answer on your protocol in a column marked “L” for Logan.

The correct answer is “+” or mastered.

Logan spontaneously uses the words “Mommy” and “feet” during this video clip, thus meeting the criterion for this item.

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Score Logan on 14.gg.

Now turn to item 14.gg. in the manual.

Read the Procedures and Criterion.
Based on your observations and notes, how would you score Logan for item 14.gg.?

+/-

–

A+/-

Write your answer on your protocol in a column marked “L” for Logan.

The correct answer is “+/-”; based on this video clip, item 14.gg. must be marked as emerging for Logan.

Logan does request assistance in this clip, but to meet the criterion we would have to observe him requesting assistance on 3 separate occasions or verify from his parents that he performs this skill on a regular basis.

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Score Each Curriculum Sequence

Remember, for EACH curriculum sequence, assess so as to:

Establish a basal, or the age interval in the sequence at which ALL items are passed (+).
Administer all items developmentally above the age interval at which all items are passed, to establish the emerging age interval.
Establish a ceiling, or the age interval in the sequence at which the child misses all items (-).
For shallow age intervals (only 1 or 2 items), conduct additional testing as you deem necessary for best practice to establish a basal and/or a ceiling.

Items below Basal and above Ceiling

By publisher recommendation, you may score all items chronologically YOUNGER than the basal as (+) for EACH curriculum sequence.
And you can score all items chronologically OLDER than the ceiling as (-) for EACH curriculum sequence.

Basal & Ceiling Scoring Practice

For each of the curriculum sequences 1 and 2 pictured here, determine:

the basal or age interval at which the child passed all items;
the emerging age interval at which the child has any emerging skills; &
the ceiling or age interval at which the child missed all items.

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Write your answers in your handout before proceeding.

For curriculum sequence 1, did you indicate that:

the highest age interval at which all items are passed, or the basal, is 15-18 months?
the age intervals in which any items are emerging is 18-30 months?
and the lowest age interval at which all items are missed, or the ceiling, is 30-36 months?

If so, you are correct!

For curriculum sequence 2, did you indicate that:

the basal is 0-3 months?
emerging skills are from 3-6 months?
and the ceiling is 6-9 months?

If so, you are correct again! If you missed any of these answers, please go back to screens 16 & 17 to review the guidelines again before proceeding.

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Scoring Practice

For the portions of curriculum sequences 6-I, 6-II, and 7 pictured here, WRITE:

the basal or age interval at which the child passed all items;
the emerging age interval(s) at which the child has any emerging skills; and
the ceiling or age interval at which the child missed all items.

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Write your answers in your handout before proceeding.

Curriculum sequence 6-I is an example of assessment being conducted below the 18-21 month basal, since there was only one item in that age interval. A second basal level was found at 12-15 months; both basals can be included when you describe the child’s functioning level in a written report.

Also note that for curriculum sequence 7, no ceiling is shown on this page of the protocol.

If the basals, emerging skills intervals, and ceilings you noted in your handout agree with these, GREAT WORK!

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